Systems AccreditationSystems AccreditationBerkeley County School DistrictBerkeley County School DistrictSchool Facilitator TrainingSchool Facilitator Training

October 7, 2014

Dr. Rodney ThompsonSuperintendent

We know it seems crazy right now!We know it seems crazy right now!

State Board of Education Regulation 43-300 Accreditation Criteria

School districts and schools shall provide a defined educational program that is in compliance with State Accreditation Standards, all applicable State Board of Education Regulations, and relevant state statues as outlined by the South Carolina Code of Law.

State Board of Education Regulation 43-300 Amended (2014-15)

Effective June 27, 2014, districts and individual schools reported for accreditation and monitoring as ALL CLEAR now have two options for accreditation.

2014-15 Accreditation Options2014-15 Accreditation Options• Option 1: Districts and schools may be accredited

through the South Carolina Department of Education (SDE).

• Option 2: Districts and schools may choose to be accredited by AdvancED/Southern Associations of Colleges and Schools (SACS)

Note: Option 2 may only be used if the school district or individual school has met all SDE accreditation standards and has no deficiencies.

South Carolina Department of Education Accreditation Process

Option 1

District and school administrators must apply annually for an accreditation status by verifying that schools and districts comply with all of the applicable accreditation standards, State Board of Education regulations, and the South Carolina Code of Law pertaining to education.

State Department of EducationCommon Accreditation Deficiencies

• Curriculum and instructional requirements do not meet standard for Defined Minimum Program (K-5 Physical Education)

• Operations and procedures are out of compliance with accreditation standards (Instructional Aide with teaching schedule in Power School)

• Teacher Certification/Highly Qualified Status (Special Education, Project Lead The Way, Credit Bearing Teachers in Middle Schools)

Accrediting Entity Accepted by Higher Education

Option 2

District and school administrators are still required to submit documentation to the State Board of Education verifying that district and schools meet all accreditation standards and are considered fully accredited by an accrediting entity accepted by higher education (i.e. AdvancED/Southern Association of Colleges and Schools (SACS))

Note: All deficiencies identified through desk or on-site monitoring by the SDE must be resolved prior to using option 2.

AdvancEDAdvancEDAccreditation Accreditation

Option 2Option 2

Systems AccreditationSystems Accreditation

An international protocol for school districts committed to systemic, systematic, and sustainable improvement• Builds capacity of the district and its schools to

increase and sustain student learning• Stimulates and improves effectiveness and efficiency

throughout the organization

© 2010 AdvancED

Systems AccreditationSystems Accreditation

A systems approach to improvement• promotes continuous improvement• strengthens efforts to meet accountability

requirements• encourages growth beyond compliance to

achieve excellence

Cornerstones of AccreditationCornerstones of Accreditation

Meet Standards for Organizational Effectiveness• School Systems• Schools

Engage in Continuous Improvement• Systems Perspective and Approach

Demonstrate Quality Assurance• Internal Self Assessment• External Review

AdvancEDAccreditation Standards for Quality Systems

• Standard 1: Purpose and Direction• Standard 2: Governance and Leadership• Standard 3: Teaching and Assessing for Learning• Standard 4: Resources and Support Systems• Standard 5: Using Results for Continuous Improvement

Expectations for Accreditation Expectations for Accreditation

• Meet AdvancED Standards for Quality Systems• Identify and guide implementation of systemic, continuous

improvement process• Monitor schools and departments through quality assurance

process• Prepare and host External Review every five years• Respond to findings from External Review Team

For a School District

Expectations for Accreditation Expectations for Accreditation

• Meet AdvancED Standards for Quality Schools• Implement district’s continuous improvement process with

fidelity• Participate in district’s quality assurance process

For a School

Expectations for Accreditation Expectations for Accreditation

District leadership establishes and implements practices to support schools and departments• Direction: sets expectations and provides guidelines• Assistance: builds understanding and develops skills • Resources: provides people, materials, time and funds

Roles and Roles and ResponsibilitiesResponsibilities

Role of District Accreditation Facilitator

• Serves as contact for Accreditation Protocol• Oversees the accreditation process for district

and schools• Supports district and school stakeholders with

guidance and support• Ensures that all accreditation requirements

and timelines are met• Works with External Review Team Chair to

prepare and host visit• Manages the logistics of the accreditation visit

Role of Accreditation Standard Team Chair(s)• Serves as the expert on the standard and its

indicators• Selects members of the accreditation standard

team• Forms committees within team to study various

parts of the standard and collect evidence• Establishes a general calendar for self assessment

events, and a more detailed timeline of specific committee meetings and task to be accomplished

• Establishes a process for ongoing communication with stakeholders about standard

• Conducts self assessment of assigned standard• Gathers input about other standards from other

team chairs to ensure consistency in study • Completes their section of the accreditation report

in ASSIST

Role of School Self Assessment Coordinator• Establish a general calendar for self assessment

events, and a more detailed timeline of specific committee meetings and task to be accomplished

• Provide orientation to staff and stakeholders about the accreditation process

• Form focus teams (Leadership Team, Data Profile Groups, Home and School Focus Groups) to conduct a self-assessment of school processes

• Train focus teams in roles and responsibilities, including strategies in group dynamics and data analysis

• Prepare and distribute self assessment materials to school focus teams

Role of School Self Assessment Coordinator• Directs focus teams to conduct a self assessment of

school process in relation to accreditation standards• Collects self assessment data from focus teams and

prepares school accreditation report • Completes all required accreditation diagnostics

(Data and Stakeholder Surveys) in ASSIST• Manages and uploads SAR report information into

ASSIST. Establish a general calendar for self assessment events, and a more detailed timeline of specific committee meetings and task to be accomplished

• Communicates updates to district accreditation facilitator and stakeholders regarding accreditation

The Internal ReviewThe Internal Review

Internal ReviewInternal ReviewA Critical Piece of the Improvement ProcessA Critical Piece of the Improvement Process

• Self Assessment• Improvement Plan• Stakeholder Feedback Diagnostics• Student Performance Diagnostics• Assurances• Executive Summary

Conducting the Self AssessmentConducting the Self Assessment

• Review the standard statement• Review each indicator by:

- Reviewing the indicator statement- Studying each concept under the indicator to determine which

statement best describes your school/ system. - Selecting sources of evidence that already exists- Recording comments related to the indicator or concept statements

from stakeholders. Pay special attention to level 4 and level one statements.

• Determine an “overall” rating for the indicator. Consider the evidence that can be used to validate the rating given to the indicator.

Reflection QuestionsReflection Questionsfor for

All StandardsAll Standards

• What are our areas of strength?• What are our areas in need of improvement?• What actions are we implementing to sustain our areas

of strength?• What are our plans for improving areas in need of

attention?

Standard 1 Purpose and

Direction

The system maintains and communicates at all levels a purpose and direction for continuous improvement that commits to high expectations for learning as well as shared values and beliefs about teaching and learning.

Standard 2 Governance and

Leadership

The system operates under governance and leadership that promote and support student performance and system effectiveness.

Standard 4 Resources and

Support Systems

The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students.

We survive when we all work together!We survive when we all work together!

Teamwork is the ability to work together Teamwork is the ability to work together towards a common vision!towards a common vision!

ResourcesResources

www.advance-ed.org/systemsresourceswww.advance-ed.org/schoolresourceswww.youtube.comSouth Carolina Department of Education

We believe We believe in the in the

power to power to transform.transform.